Teaching and Learning Services
Authority is Constructed and Contextual
Students will be able to differentiate between types of authority, such as subject expertise, societal position, or special experiences. Students will identify which type of authority is best suited to their individual information need. Students will recognize that while authority and format are related, both factors contribute to information source's credibility and relevance to the student's information need.
Information Creation as Process
Students will be able to differentiate a scholarly article from other information formats by describing characteristics of a scholarly article, such as the peer review process. Students will be able to identify an information format appropriate for their information need. Students will recognize that scholarly sources are not always the most appropriate format for their information need.
Information has Value
Students will be able to produce accurate in-text and bibliographic citations using the appropriate citation style for their course. Students will recognize the value of an attribution process beyond punitive repercussions for plagiarism and academic dishonesty.
Research as Inquiry
Students will be able to recognize when their research question is too broad or too narrow for the scope of their assignment. Students will utilize the research process as an opportunity to gain new knowledge about their topic and gradually refine their initial research question.
Scholarship as Conversation
Students will recognize the importance of seeking diverse perspectives in their research and including different points of view within their writing. Students will be able to articulate the main debates and questions surrounding their research topic. Students will be able to evaluate the merits of an author's argument.
Searching as Strategic Exploration
Students will be able to formulate effective search strategies (employing tools such as keywords, subject terms, and search filters) in library databases to locate relevant information sources for their topic. Students will be able to differentiate between databases that provide background information, provide primary, and/or secondary research. Students will recognize the academic library as a community resource and safe place to ask questions, conduct research, and work collaboratively.
Strategic Plan, 2016-2018
Note: The Teaching and Learning Services Strategic Plan has been mapped to the 2015-2018 Strategic Plan for Public Services.
PSD Goal 1: The Libraries will be a research hub on campus, offering a broad array of research services via highly skilled liaison librarians and specialized services to support the entire research lifecycle.
PSD Outcome 1.1: Design and implement outreach services that will meet teaching, learning and research needs of faculty and students regardless of physical location. Participate in departmental and campus-wide events that support the University’s mission and vision.
TLS Initiative 1.1.1: Foster the development of future academic librarians by expanding and strengthening the Research and Teaching Fellowship program.
TLS Initiative 1.1.2: Expand support for first year students to include workshops, online learning materials, and increasing the libraries’ presence at targeted campus events.
TLS Initiative 1.1.3: Build a network of targeted workshops, information literacy instruction sessions, online tools, and additional academic support for special populations on campus including Living and Learning programs, student veterans, alumni/ae, local K-12 students, community organizations,commuter and nontraditional students, and more.
PSD Goal 2: The Libraries will provide outstanding access to collections and seamless delivery of information resources to meet the research and teaching needs of the entire University and to meet the University’s mission of enabling intellectual inquiry and learning.
PSD Outcome 2.1: Continually assess curricular and research needs of the University to ensure access to needed collections and services.
TLS Initiative 2.1.1: Monitor and manage the “I am an Undergraduate” webpage, providing continual updates and improvements based on the library’s collection, general education curriculum, and research needs of first year students.
PSD Goal 3: The Libraries will offer a robust teaching and learning program consisting of innovative instructional and assessment methodologies and tools to ensure that all members of the University community possess excellent skills in discovering, evaluating, and using all formats of information effectively, efficiently, and ethically.
PSD Outcome 3.1: Implement in-person and virtual instruction programs, using best practices in teaching excellence, to ensure that all students possess outstanding information and digital literacy skills.
TLS Initiative 3.1.1: Continue to serve the Academic Writing Program by providing thoughtful, targeted, and intentional instruction and research tools to ENGL101 students and faculty.
TLS Initiative 3.1.2: Provide virtual instruction to UNIV100 students by managing and updating Library 101 Guide on the Side tutorial
TLS Initiative 3.1.3: Support the development of lifelong learning in first year students by fostering confident, independent, and skilled graduate library student teachers.
PSD Outcome 3.2: Continue to develop partnerships with the Learning Technologies Division, the Center for Teaching Excellence, and relevant academic units to offer a wide range of instructional programs and services.
TLS Initiative 3.2.1: Partner with the Undergraduate Writing Center to develop customized workshops and teaching opportunities for ENGL101 students.
TLS Initiative 3.2.2: Develop partnerships with living-learning programs on campus to provide support through information literacy instruction, space, and resources.
TLS Initiative 3.2.3: Collaborate with the iSchool to offer field study opportunities to MLIS students as a part of the Research and Teaching Fellowship.
PSD Outcome 3.3: Continually assess our teaching and learning programs and offer advanced professional development for librarians engaged in teaching activities.
TLS Initiative 3.3.1: Expand and improve learning outcomes assessment for ENGL101, focusing on identifying causal relationships and increasing opportunities for students to share individualized and meaningful feedback with library instructors.
TLS Initiative 3.3.2: Use feedback from faculty and students to measure performance and create a culture of quality by constantly evaluating, re-inventing, adjusting instruction methods and finding new opportunities for teaching.
TLS Initiative 3.3.3: Provide professional development opportunities for librarians and MLIS students by organizing a monthly journal club on topics relating to teaching and learning.
TLS Initiative 3.3.4: Attend professional conferences, regional meetings, and campus programs that focus on information literacy and teaching methods.
PSD Outcome 3.4: Continue to increase the number of students that we reach via our instruction and teaching programs.
- TLS Initiative 3.4.1: Identify opportunities within the general education curriculum for expansion and build relationships with program representatives as a first step towards creating a scaffolded information literacy curriculum.
PSD Goal 4: The Libraries will ensure outstanding user experiences via modern, technology-rich spaces, virtual access, and programming.
PSD Outcome 4.1: Identify and integrate emerging technologies throughout all library spaces and services, including the creation of makerspaces, spaces for emerging technologies, and spaces for collaborative learning.
PSD Outcome 4.4: Create and provide a variety of outstanding programs and services to enhance user experiences in the Libraries.
TLS Initiative 4.4.1: Provide excellence in research support to first year students, including approachability, civility, and respect for diversity among our students.
TLS Initiative 4.4.2: Be a leader in instruction by forwarding student-centered programs honoring the Libraries’ teaching values of lifelong learning, social responsibility, ethical practice, inclusivity, and evidenced based practice.
PSD Goal 5: The Libraries will have a highly-skilled professional workforce with outstanding subject specialists, librarians and staff to engage in a wide range of research, teaching and collections activities to support the University’s mission and strategic goals.
PSD Outcome 5.1: Continue to attract and hire outstanding librarians and staff who are proactive, creative, collaborative, and committed to excellent research, teaching and collections services.
- TLS Initiative 5.1.1: Continue to hire innovative and student centered librarians, graduate assistants, and Research and Teaching Fellows to meet the needs of first year students.
PSD Outcome 5.2: Engage in continuous professional development and cross-training of our librarians and staff. We will implement and continuously assess our professional development program.
TLS Initiative 5.2.1: Encourage librarians and staff to participate in professional development and continuing education activities, providing financial support and ensuring collaborative coverage of responsibilities as necessary.
TLS Initiative 5.2.2: Participate in cross-training initiatives with other divisions and departments in the UMD Libraries.
TLS Initiative 5.2.3: Provide professional development opportunities to Research and Teaching Fellows and librarians by organizing Teaching as Research projects.
Outcome 5.3: Offer leadership training and opportunities for employees at all levels and will engage in ongoing succession planning.
TLS Initiative 5.3.1: Provide career preparation workshops for Research and Teaching Fellows and Graduate Assistants.
TLS Initiative 5.3.2: Maintain an up to date ELMS course for professional development, available to Research and Teaching Fellows and Graduate Assistants.
TLS Initiative 5.3.3: Encourage employees from the TLS Staff and Fellows to take advantage of training and leadership opportunities at the Libraries and University levels.